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What does it mean to be neurodiverse?
What does it mean to be neurodiverse?
What does it mean to be neurodiverse?
By Staci Lorenzo Suits, Ed.S., ABSNP
Neurodiversity is a fancy way of saying “brain differences.”
NeuroTYPICAL refers to people who think, act, learn, and process information that is like most other people in their class, job, group, or culture.
In contrast, neuroDIVERSE refers to people whose brains work differently, so they may learn, think, feel and/or act differently than most other people do.
There are lots of different types of brain differences or neurodiversities. These can include learning disabilities, such as dyslexia, dyscalculia, or dysgraphia; ADHD, or autism.
In the not-so-distant past, being neurodiverse was seen as a negative thing, and most people only focused on the challenges. But people are not one-size-fits-all, and neurodivergence such as ADHD, autism, and learning disabilities isn’t an illness that needs to be cured or fixed.
Instead, we know now that people who are neurodiverse have unique strengths and gifts, and there is a focus on where they already flourish rather than on where they flounder. They may also have challenges (such as someone with dyslexia having difficulty reading, or someone with ADHD having difficulty sitting still), but those challenges do not define the person. Instead, we know that the challenges are only part of the person’s identity, and there are so many other wonderful qualities they may have, such as creativity, kindness, artistic abilities, out of the box thinking, humor, innovation, energy, enthusiasm, passion, curiosity, imagination, determination, etc.
Additional activities:
Support your learning about neurodiversity by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about neurodiversity, and tell them about the new information you learned. Discuss any additional questions you have about neurodiversity, and how you can find the answers.
Look at this quote often misattributed to Albert Einstein and explain how it relates to the concept of neurodiversity and what you read about it: "Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid,"
Think about strengths you have, and list at least three unique qualities that make you special.
What is ADHD?
What is ADHD?
What is ADHD?
By Staci Lorenzo Suits, Ed.S., ABSNP
People with ADHD have significant differences in their brains and bodies’ abilities to regulate attention and activity level. People with ADHD also often have difficulty regulating their emotions and behaviors.
People with ADHD can be easily distracted, hyper, and/or impulsive. These characteristics can make certain environments more challenging. For instance, being expected to sit still and focus and concentrate for long periods of time at school might be especially difficult for someone with ADHD.
ADHD stands for Attention Deficit Hyperactivity Disorder; however, we know now that there is not a deficit or lack of attention; rather, it is actually the opposite. The ADHD brain tends to be hyper-focused in that it tries to focus on too many things at once, so that it is more of a deficit of focused attention, or being able to select the main things to focus on, and sustain that focus over time.
Because of this, it may take someone with ADHD a lot more effort to control their bodies and behaviors, so for that reason, they might need additional supports.
Sometimes people with ADHD take medications to help with their behavior and abilities to concentrate. Behavioral strategies can include checklists, reminders, or strategies to help challenge areas such as time management or organizational skills. Accommodations can include things such as more frequent breaks, allowing more opportunities for movement, or using a “fidget” tool.
ADHD is not something that people grow out of, but with the right supports in place, people with ADHD can be successful in school and beyond.
Additional activities:
Support your learning about autism by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about ADHD, and tell them about the new information you learned. Discuss any additional questions you have about ADHD, and how you can find the answers.
Google ADHD and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about having ADHD.
What does it mean to have a learning disability?
What does it mean to have a learning disability?
What does it mean to have a learning disability?
By Staci Lorenzo Suits, Ed.S., ABSNP
The definition of a learning disability can be complicated and difficult to explain, but in simple terms, a learning disability = a learning difference.
If I have a learning disability, does it mean I’m not smart? No! Not just “no,” but absolutely not!
This is a common myth or falsehood (which means something that is not true or factual). You can be just as smart as everyone else and still have a learning disability or difference that makes it hard to learn certain things.
There are many different types of learning disabilities (for example, dyslexia, dyscalculia, and dysgraphia).
The common characteristic is difficulty learning a skill at the same level as most of your peers (meaning other kids who are your same age or in your same grade).
So if you are in third grade, but you are reading on a first grade level, it might be because you have a learning disability. Or if you are ten, but your 6-year-old brother can do math more easily than you can, it might be because you have a learning disability.
If I have a learning disability, does it mean I will always be behind in math or reading? This is difficult to answer because it is different for everyone. Some people with learning disabilities are able to “close the gap” or “catch up” and read or do math on grade level with the right supports.
Other people with learning disabilities may struggle with an academic skill throughout their lives, but the goal is learning how to compensate (or make up for) the learning challenges by developing strategies that help them.
What causes a learning disability? A learning disability is because of differences in how your brain processes (or learns) information. It is not because of anything you (or your parents) did or didn’t do.
How many people have learning disabilities? It may sometimes feel like you are all alone in having a learning disability, but it is estimated that 15-20% of people have learning disabilities.
So if your school has 500 students and 20 teachers, chances are that 75 to 100 students and 3 to 4 teachers also have learning disabilities. So you are not alone!
Does having a learning disability mean that I won’t graduate high school, or get a good job, or be successful? No! Many successful people have learning disabilities. This list includes actors, celebrities, musicians, scientists, inventors and people in all careers. So no matter what your dream job is, you CAN do it!
Additional activities:
Support your learning about learning disabilities by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about learning disabilities, and tell them about the new information you learned. Discuss any additional questions you have about learning disabilities, and how you can find the answers.
Google your specific learning disability if you know (or just learning disabilities in general) and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about their learning disability.
What does it mean to have dyslexia?
What does it mean to have dyslexia?
What does it mean to have dyslexia?
By Staci Lorenzo Suits, Ed.S., ABSNP
As discussed in the article What does it mean to have a learning disability?, there are different types of learning disabilities (or learning differences). Dyslexia is a type of learning disability in reading.
In the past, people with dyslexia may have been treated like they were dumb, lazy or worthless, and were made to feel bad about themselves because they could not read or spell like most other people. Now we know that people with dyslexia are often bright and creative, but struggle with reading and spelling due to a brain-based (neurological) disorder.
When we learn to read, we first learn letters and sounds, and then how to process them in the brain to form words and understand connected text (including phrases, sentences and passages) so that they make sense to us. People with dyslexia may read slowly, make lots of mistakes, mix up words, or skip words, which makes it difficult to understand what they are reading.
Some people with dyslexia struggle with the areas of the brain responsible for processing sounds. Other people with dyslexia struggle with the areas of the brain responsible for processing the written symbols. And some people with dyslexia struggle with both, which makes it even more difficult to learn to read.
Dyslexia cannot be cured, but with the right supports, most people increase their reading skills and also learn ways to accommodate (or adapt to) their reading challenges.
Support your learning about dyslexia by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about dyslexia, and tell them about the new information you learned. Discuss any additional questions you have about dyslexia, and how you can find the answers.
Google dyslexia and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about having dyslexia.
What does it mean to have dyscalculia?
What does it mean to have dyscalculia?
What does it mean to have dyscalculia?
By Staci Lorenzo Suits, Ed.S., ABSNP
As discussed in the article What does it mean to have a learning disability?, there are different types of learning disabilities (or learning differences). Dyscalculia is a learning disability in math.
No two people with dyscalculia have the same exact strengths and weaknesses, which can make it hard for other people to understand or help. However, people with dyscalculia have a hard time learning math and using math skills. This impacts not only “school” math, but can also affect everyday tasks that use math skills, such as telling time, reading maps, cooking, and using money. Sequencing (following steps in order) and visual spatial skills (which involves processing and organizing visual information) are also often affected.
Dyscalculia cannot be cured, but with the right supports, most people increase their math skills and also learn ways to accommodate (or adapt to) their math challenges.
Support your learning about dyscalculia by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about dyscalculia, and tell them about the new information you learned. Discuss any additional questions you have about dyscalculia, and how you can find the answers.
Google dyscalculia and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about having dyscalculia.
What does it mean to have dysgraphia?
What does it mean to have dysgraphia?
What does it mean to have dysgraphia?
By Staci Lorenzo Suits, Ed.S., ABSNP
As discussed in the article What does it mean to have a learning disability?, there are different types of learning disabilities (or learning differences). Dysgraphia is a type of learning disability in writing.
People with dysgraphia usually have good ideas and can share information by saying it, but have trouble putting that same information on paper. They often struggle with skills such as handwriting, writing speed, and/or spelling.
Dysgraphia cannot be cured, but with the right supports, most people increase their writing skills and also learn ways to accommodate (or adapt to) their writing challenges.
Support your learning about dysgraphia by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about dysgraphia, and tell them about the new information you learned. Discuss any additional questions you have about dysgraphia, and how you can find the answers.
Google dysgraphia and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about having dysgraphia.
What does it mean to be autistic?
What does it mean to be autistic?
What does it mean to be autistic?
By Staci Lorenzo Suits, Ed.S., ABSNP
Autism is a type of neurodiversity. It is considered a spectrum because an autistic person’s characteristics can range from having little impact on their functioning, to having a large impact on their functioning.
For instance, all people with autism have differences in language and social communication, although it can range from being completely nonverbal and not speaking at all, to being advanced verbally but having difficulty with turn-taking in conversation.
Data from the Centers for Disease Control (CDC) indicates that as of 2018, 1 in 44 people are autistic. So if you are autistic, you may have felt all alone, but chances are, you know someone else who is autistic too! It may be helpful to find and connect with other autistic people like yourself.
In the past, it was considered offensive to call someone autistic, and teachers were told to use person-first language, such as “student with autism” but the autistic community has come out in favor of identifying themselves as autistic. That is something that has improved over the last few years - now people go straight to the source of getting information directly from autistic people to learn about what it means to be autistic. Even so, a common phrase is “if you have met one autistic person, you have met one autistic person.” This means that every single person who is autistic has a unique lived experience, and you cannot generalize from one person to the entire group of autistic individuals.
Some autistic people have trouble recognizing emotions in themselves or others, which can impact their ability to make and keep friends, but can also be a strength, because they may be less likely to be insincere or “fake” nice.
Some autistic people may engage in behaviors such as flapping their hands, rocking, or not making eye contact. In the past, other people might have thought these behaviors were weird or scary, but now we know that they are just ways the autistic person acts to make themselves comfortable.
Many autistic people have strong interests in a subject. For instance, they may know almost everything about a certain topic, such as dinosaurs or baseball statistics. This means they can teach others all about it!
In the past, autistic people were often bullied because of their differences. But now we are more aware of those differences, and also accepting of them.
Additional activities:
Support your learning about autism by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about autism, and tell them about the new information you learned. Discuss any additional questions you have about autism, and how you can find the answers.
Google autism and find at least three famous people who also have it, and what accomplishments they are most known for.
Find an interview to read or watch with a celebrity you like and respect where they talk about being autistic.
Think of ways you can be more accepting of autism, or if you are autistic, write down three ways people in your life can be more accepting of you.
What is sensory processing disorder?
What is sensory processing disorder?
What is Sensory Processing Disorder?
By Staci Lorenzo Suits, Ed.S., ABSNP
When we are little, we learn about the five main senses: sight, hearing, smell, taste and touch. However, there are actually eight senses: visual (sight), auditory (hearing), olfactory (smell), gustatory (taste), tactile (touch), vestibular (movement and balance), proprioception (understanding where your body is in space), and interoception (internal body awareness of cues for hunger, thirst, temperature, pain, and voiding, i.e., needing to go to the bathroom).
Sensory Processing Disorder (SPD) happens when the brain has difficulty organizing and responding accurately to sensory information in one or more of the eight sensory domains. This causes the person to have really strong sensory preferences or reactions to sensory input.
Some people with sensory processing difficulties can be hyper-sensitive to sensory input, meaning their brain overreacts to the sensations, and therefore, they may engage in sensory-avoiding activities, to try and get away from the sensory input. For instance, someone who overreacts to loud noises may cover their ears, or someone who overreacts to certain tactile (touch) input may want the tags cut out of their shirts because the feeling of it on their skin bothers them.
Other people with sensory processing difficulties can be hypo-sensitive to sensory input, meaning their brain undereacts to the sensations, and therefore, they may engage in sensory-seeking activities, to try and create more sensory input. For instance, someone who under-reacts to movement sensations will try and create lots of opportunities for movement, such as by jumping or spinning.
People can also be under-reactive to some types of sensory input, and over-reactive to other types of sensory input. People can also have different sensory reactions at different times.
People with Sensory Processing Disorder can have very strong reactions to sensations, and may reach sensory overload at lower thresholds. For instance, whereas a lot of people might reach sensory overload in a crowded, noisy restaurant, someone with SPD might be bothered with a smaller amount of noise and activity. Therefore, students with SPD might have difficulty focusing or functioning in a classroom or cafeteria environment that doesn’t seem too loud for most other people.
Sensory Processing Disorder can have a negative impact on daily functioning and learning because the brain is too focused on other things. However, with appropriate strategies and supports in place, people with Sensory Processing Disorder can function well and be successful learners.
To help with sensory challenges, Occupational Therapy may include sensory activities that can be useful. Counseling can also help people manage their emotional or behavioral reactions to sensory processing challenges.
Accommodations at school can include things such as a “wiggle” cushion to allow for extra movement; sitting away from bright or flickering lights or noises; movement breaks; or use of a calming corner.
Additional activities:
Support your learning about Sensory Processing Disorder by choosing one or more of the following activities:
Go talk to a trusted adult who knows you well about what you read in this article. This could be a parent/guardian, a teacher, a coach, or another educator with whom you work. Ask them what they know about Sensory Processing Disorder, and tell them about the new information you learned. Discuss any additional questions you have about Sensory Processing Disorder, and how you can find the answers.
Think about the eight sensory systems (sight, hearing, smell, taste, touch, vestibular, proprioception, and interoception) and think about whether you have any sensory sensitivities (over- and/or under-sensitive) in these areas. If so, write or draw about them.
What is a psychoeducational evaluation/re-evaluation?
What is a psychoeducational evaluation/re-evaluation?
What is a psychoeducational evaluation/re-evaluation?
By Staci Lorenzo Suits, Ed.S, ABSNP
If you are a student who has an Individualized Education Plan (IEP), then most likely you have had a psychoeducational evaluation, even if you didn’t realize it at the time. And chances are that you will also have a psychoeducational re-evaluation at some point. So what do these things mean?
A psychoeducational evaluation is part of a process that can identify a student’s learning strengths and weaknesses, and is an important component in determining whether a student needs an IEP. It usually involves a student working individually with a school psychologist to complete assessments. Unlike most tests that you take in school for a grade or that are pass/fail, these are different kinds of tests. You can’t study for these tests; they are designed to be “novel” (or new) tasks so that the evaluation can capture how you approach different types of activities and learning experiences.
Often, a school psychologist will complete a measure of intellectual functioning (also called an IQ test), along with academic tests that usually include measures of reading, writing and math. Cognitive processing skills, such as memory, may also be assessed. Social-emotional functioning is also sometimes part of the evaluation process.
Most kids who have a psychoeducational evaluation have it done while they are at school. This usually involves being taken out of class for a few hours to meet with the school psychologist in a separate room, so that the evaluation can be done without a lot of distractions.
You might be nervous about the evaluation, but there is nothing to be worried about. Some of the questions might be really hard to answer, or will be about things you haven’t learned yet. That’s okay, because that is a normal part of the evaluation process, and no one is able to get all of the questions right.
You might also want to know the correct answers to some of the questions, but the school psychologist will not be allowed to tell you the answers, and also won’t be able to tell you exactly how you are performing. After the evaluation is completed, the school psychologist will usually write a report and go over results with your parents/guardians and teachers. As you get older, you may also be invited to be part of IEP meetings and will have a chance to learn more about your educational supports.
Other evaluations are sometimes done by the school’s speech-language pathologist, occupational therapist, physical therapist, educational diagnostician, or reading interventionist.
A psychoeducational reevaluation is sometimes done when updated assessments would be helpful. Some states do them every three years; some states only do them when the IEP team feels that new information is necessary. As part of the IEP team, your parent/guardian or even you can ask for a re-evaluation.
Most school psychologists are itinerant, meaning they travel to multiple schools, so you might not know who the school psychologist is at your school. However, if you have any questions about the psychoeducational evaluation or reevaluation process, you can ask your resource teacher or guidance counselor to meet with you, or put you in touch with your school’s school psychologist.
Typical IEP Services for Different Educational Categories
Typical IEP Services for Different Educational Categories
Typical IEP Services for Different Educational Categories
By Staci Lorenzo Suits, Ed.S., ABSNP
If you have an Individualized Education Plan, you are provided with additional educational supports and accommodations under a specific educational category. This article shares examples of accommodations and special education services for some of the most common educational categories. However, it should be noted that this list is not exhaustive, and only provides a brief overview of what might be included in an IEP. Also, an important part of an IEP is that it should be individualized, meaning that each student’s goals, supports, and accommodations should be based on their individual profile of learning strengths and weaknesses, as well as their areas of need.
SPECIFIC LEARNING DISABILITIES
If you have a learning disability in an academic area, you may be provided with specialized instructional techniques for that subject, such as reading or math. That might include a different curriculum, supplemental materials, and/or smaller group instruction (such as being pulled out of class with other students to meet with a teacher in another classroom, or working with a small group in another area of your classroom).
Based on the results of your psychoeducational evaluation (link to article What is a Psychoeducational Evaluation/Reevaluation? here), accommodations to address areas of learning weakness may also be recommended.
For instance, if someone struggles with auditory processing, repetition of questions and directions, as well as checking for understanding, might be recommended. It may also be useful to pair auditory and visual information, and use multi-sensory teaching techniques when possible.
For someone who struggles with processing speed, extended time for assignments and tests might be recommended. Teachers may also shorten assignments or lower the demands, such as allowing the student to write short answers instead of having to write complete sentences so that it doesn’t take them as long to complete the work.
A student with visual processing difficulties might need assistance with or become overwhelmed by visually busy worksheets, or pages with a high number of problems or a lot of written information. They might need assignments that have fewer problems on each page, or need to cover up part of the page. Highlighting, color coding, outlining, drawing arrows, etc. can also be helpful to focus on the most important visual details.
A student who struggles with memory may benefit from using mnemonic devices, “chunking” strategies, or using visual imagery/mental images to help them remember new information.
AUTISM SPECTRUM DISORDER
As noted in the article, What does it mean to be autistic?, all people with autism have differences in language and social communication, so most autistic students will be provided with services to address their language and social communication skills.
Autistic students are also often provided with supports related to social skills and recognizing emotions in themselves and others. Social supports might include direct instruction in friendship and relationship skills, and/or participating in social skills groups.
Some autistic students prefer predictability in their environments, and subsequently want to stick to the same routines and may be resistant to change. They may need “advanced organizers” that introduce changes to the schedule ahead of time in order to lessen any feelings of distress.
Presenting one task at a time and limiting choices to only one or two may also be helpful for a student that gets overwhelmed easily.
Autistic students may also struggle with inference or understanding “nuances” so teachers may increase the use of explicit instructions, so that the student knows what is expected of them.
Students with autism and/or ADHD often struggle with executive functioning skills, so they may benefit from techniques that allow them to learn and practice problem-solving strategies and organizational skills.
OTHER HEALTH IMPAIRED/ADHD
Although Attention Deficit Hyperactivity Disorder is not an educational category by itself, some students with ADHD might have an IEP for a learning disability or might qualify for an IEP under the category of Other Health Impaired (OHI). In addition to any necessary academic goals and services, students with ADHD might also need additional supports to address inattention and/or hyperactivity.
Common accommodations include preferential seating, which might involve sitting near the teacher and/or away from any noisy or distracting areas of the classroom.
If a student with ADHD struggles to coordinate reading material on the board, listening to the teacher and writing notes at the same time, the teacher may provide copies of notes, powerpoints or other materials prior to class for the student to use as they listen to the lecture or presentation.
Teachers may also verify that the student understood the instructions before beginning to work, and may also provide frequent check-ins and extra assistance with organizing materials and tasks.
Tasks that are short and varied may be easier for a student with ADHD. Long or complex tasks might be broken into smaller pieces that can be completed one at a time.
Motor breaks that allow for a few minutes of physical movement or motor activity are also sometimes used. Students with ADHD might also be allowed, when appropriate, to stand up and stretch after ten to twenty minutes of sitting at their desks and working.
Students with ADHD may also find it helpful to relieve excess physical energy by fidgeting during learning tasks, so they might be given a "wiggle seat" or stress ball to squeeze.
A student with ADHD may need accommodations for tests, which may include extra time, testing in a small group, and multiple frequent breaks during the testing process to maximize their focus. Testing might also be provided in a less distracting, more organized, and quiet environment with the ability to move around, and teachers may be able to prompt the student to focus back on task if they get distracted.
NEXT STEPS
After reading this article, you might want to review your own IEP and read about the supports, services and accommodations that are available to you. If you have questions or would like more information, talk with your resource teacher, guidance counselor, parent/guardian and/or the school psychologist at your school.
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